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In the course of the European Bologna process, the notion of employability becomes increasingly important for universities. Graduates are in particular employable, if they exactly possess those abilities and skills, which are required by employers. Studies show that in the context of recruiting university graduates, employers do not only pay attention to expertise and soft skills, but also care about knowledge referring to products, markets, customers and competitors of their relevant industry. Employers increasingly expect economic knowledge as well as its application which is also expected by graduates, who have not completed a course of studies in economics or business administration. At this point, business skills take on greater significance. Whereas the expertise normally is achieved by completing a course of studies at university and soft skills are incorporated in a cross-section of universities, business skills are not. The article discusses, in what way, cooperative and competitive skills are predestined for enhancing the employability of graduates. With regard to business education and ethics, particular attention should be paid to the concept of competency as well as the self-determined taking on of one＇s own position. An inclusion of economic educational modules as a part of extracurricular studies can, by means of its practical with use-oriented focus, not only improve employability, but also form the basis of a reflexive professional life. 相似文献
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Lakin Joni M. Ewald Mary Lou Hardy Emily E. Cobine Paul A. Marino Janie G. Landers Allen L. Davis Virginia A. 《Journal of Science Education and Technology》2021,30(5):658-677
Journal of Science Education and Technology - Science and Engineering (S&E) fairs are a valuable educational activity and are believed to increase students’ engagement and learning in... 相似文献
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Dr. Olga Kunina-Habenicht Hendrik Lohse-Bossenz Prof. Dr. Mareike Kunter Theresa Dicke Doris F?rster Jill G??ling Franziska Schulze-Stocker Annett Schmeck Jürgen Baumert Detlev Leutner Ewald Terhart 《Zeitschrift für Erziehungswissenschaft》2012,15(4):649-682
In reviews of university teacher training, the parts of the curriculum based on educational science are often criticized as missing practical relevance and being non-cumulative. At the same time, uncertainty exists regarding which educational science based content is important for teacher candidates. The objective of the Delphi study presented here was the identification of core educational science content in university training. To this aim, a survey was carried out amongst 49 experts from different subject areas and phases of teacher training in three rounds using a standardized questionnaire. In the first round, 213 topics were specified, which were then assessed by experts regarding their importance for various aspects of the teaching profession. In the second and third rounds, which had the objective of reducing the number of topics, the experts chose a limited number of topics based on their relevance for university teacher training and for the practical success of teaching itself. The results show that the original list was comprehensive and that there is a consensus among most of the experts on their respective importance for teaching training. 相似文献